Section:
1480
Queens
College/CUNY
Education Unit
Spring 2011
SYLLABUS
SEYS
767.3 - Workshop: Advanced Methods of Teaching Middle and High
School Science in Virtual Learning Environments
Section:
Thursday 7:10 pm to 9:40 pm
Kiely
Hall
Room
115
(Click here for a
brief overview of the course schedule)
- This is
a HYBRID course. Odd numbered weeks will meet face to face in
Kiely Hall Room 115 and even numbered weeks will meet Online.
- All assignments will be submitted electronically using BlackBoard, and Google Docs.
INSTRUCTOR INFORMATION:
Brian Murfin,
Ph.D.,
Office: Powdermaker Hall Room 135C
Office Hours:
Thursday 2:00 pm to 4:00 pm
And by appointment
On Thursdays when we have online classes I will be available in BigBlueButton. Email brian.murfin@qc.cuny.edu to make an appointment.
Please send me email to brian.murfin@qc.cuny.edu to arrange an online appointment using either:
Phone: 631 223-8311
Email:
brian.murfin@qc.cuny.ed
A. COURSE DESCRIPTION
SEYS 767.3.
Workshop: Advanced Methods of Teaching Middle and High School
Science in Virtual Learning Environments
3
hr.; This is a graduate science methods course for in-service science
teachers. Students will successfully design, implement and teach
an online science course. Students will also understand the
differences between face to face and online teaching of science.
Education Unit Conceptual Framework:
This course is being offered by the Secondary Education department which is part of the Education Unit at Queens College. The Education Unit seeks to promote equity, excellence, and ethics in urban education and is committed to preparing teachers and other education professionals who will:
- Build inclusive communities that nurture and challenge all learners (Equity)
- Demonstrate professionalism, scholarship, efficacy, and evidence-based and reflective practice (Excellence)
- Diversity, democracy, and social justice (Ethics)
This course is aligned with the Education Unit’s commitment to preparing educational professionals to work in diverse urban and suburban communities. Specifically, the knowledge, skills, and dispositions that candidates will development/demonstrate at the successful completion of this course are directly linked to the Education Unit’s seven principles: 1) discipline specific competencies, 2) learning and development, 3) families and urban communities, 4) diversity, inclusion, democracy and social justice, 5) language and literacy, 6) curriculum, instruction, and assessment, and 7) technology.
B. COURSE GOALS/OBJECTIVES
- Students will be able to design, implement, and teach a short online science class
- Students will understand the difference between teaching online and face to face
- Students will be able to determine whether their students are prepared for an online science course
- Students will be able to select and use appropriate technology
tools to teach science online
Textbook (required): You do not have to purchase a textbook. All course readings will be available online and in the Course Documents in BlackBoard
Textbook
(recommended): You do not have to purchase a textbook. All
course readings will be available online and in the Course Documents in
BlackBoard. This book does have some interesting and useful
information:
Kennepohl, D., & Shaw, L. (2010). Accessible Elements: Teaching Science Online and at a Distance. Au Pr.
Supplies
and/or tools, hardware: You will need access to a computer with
an Internet connection to do the online assignments. You should
have ear phones that you can connect to your computer in order to
listen to webcasts and podcasts.
Computer
labs available on campus: Every other week we will meet in
a computer lab in Kiely 115. If you need to use a computer on
campus, here are links to information on the computer labs on campus
with the days and hours they are available.
Software
needed: All you need for this course is access to a web
browser. I highly recommend that you use Firefox and Google
Chrome. Any other software needed will be available for free,
either as open source software that you can download and install, or
free Web 2.0 applications.
Accounts
needed: You must have the following accounts: Your
Queens College CAMS account, a CUNY Portal account, a CUNYFirst
account,
a Google account, and a Science Moodle account.
Optional
supplies - digital microphone, digital video camera, smartphone,
webcam. These will all be available for use during face to face
class meetings. I recommend that you have a USB drive to store
backups of your work.
How to
get help: I will try to answer all email requests for help
sent to brian.murfin@qc.cuny.edu within 24 hours. If you don't
hear from me by then, please resend your request. It is helpful
if you put a short description of the question in the subject header of
the email message. Another way to get help is from your peers by
posting a message to our Google group. If you have problems with
your Queens College, CUNY Portal, or CUNY First accounts you should
contact the OCT Help desk. Here are some places you can
get help:
- Online Student Services
- Technical Support for students, faculty and staff is provided via the following:
- Self-service at https://helpdesk.qc.cuny.edu
- Phone at 718-997-4444
-
In person by visiting us in the Dining Hall, Room 151
-
Email to help@qc.cuny.edu
- Fax: 718-997-3198
What to
do if BlackBoard and the QC website are down: If
BlackBoard is down, please check our QC course website at
http://tinyurl.com/qc7673 and
also check your QC email If all of
these are down, go to our Google group http://groups.google.com/group/seys7673-spring2011
and check your gmail email for announcements about alternative
arrangements.
Tips and
Advice for Students Taking an Online or Hybrid Course
- Skills needed to succeed in an online or hybrid course
- Time management skills
- Ability to work and learn independently
- General computer skills such as searching the Internet, sending
and receiving email, knowing how to download and upload files, to login
to college accounts and to access Queens College email.
- Ability to write clearly
- Tips for Students
- Find out what time of day you work best and make that "sacred time" to complete your work for the online or hybrid class
- Keep careful track of deadlines for assignments, set up email reminders
- Understand that online and hybrid courses are very demanding and can take even more time than face to face courses
- Always keep multiple backups of your work. You can use USB drives, dropbox and other tools.
- When typing an assignment, use a word processor to complete
it. Save the file offline and then copy and paste the assignment
or upload the Word doc to BlackBoard. Do not type an assignment
directly into BlackBoard online as you may lose it if there is a
problem and you will have to do it all over.
- Login to BlackBoard, check your QC email, and the Google group
at least three times per week.
- If you have to read a long paper, download and print out the
file for easier reading.
- Stay in touch with the instructor. Feel free to email questions or set up an online appointment to chat or talk.
- Work as a team. Form a team or support group with a few
classmates. You can set up your own Google group to keep in touch
and help each other during the course.
- Always be polite and respectful. Computer mediated communication is different than face to face communication and it is easy for misunderstandings to occur since you do not see body language, facial expressions or hear tone of voice.
- First Steps for students in a hybrid or online course
- Read through the entire course outline and assignments
carefully.
- Ask the instructor questions if you aren't sure.
- Get organized. Create
a
calendar
using
Google
calendar
or
30boxes.com. Put
the
due dates for each
assignment on your calendar and set up reminders. Create a
folder for all of your assignments. Give each file a descriptive
name and keep your files organized with multiple backups. If you
are working on a major assignment such as a paper or project, you can
save the project and include the date in the filename. This way,
if you want to go back to an earlier version you will have it.
- Create good work habits that will make sure that you use your
time wisely. For short work sessions, asimple checklist like nowdothis.com can help keep you on
task. Lifehacker is a
great website that has good advice on how to be productive, especially
with technology. Here is a link that
describes some useful checklist software.
D.
WEEKLY
TENTATIVE SCHEDULE (Click here for a
brief overview of the course outline)
Welcome, introductions and overview
Instructional objectives:
- SWBAT access all needed computer accounts
- Students will become familiar with the course outline, assignments and expectations
- SWBAT to list the differences between a hybrid and face to face class
- SWBAT list the differences between computer-mediated communication and face to face communication
- SWBAT to list the advantages and disadvantages of synchronous and
asynchronous interaction
Activities:
- Sign up for gmail, access google docs, and our google group, http://groups.google.com/group/seys582-spring2011.
- Submit the following form with your gmail address.
- Happy New Year Bingo 新年 快樂 Xīnnián kuàilè Bingo
- Happy Chinese New Year! Use the following links to find out
when which animal rules over the year in which you were born.
- http://www.apples4theteacher.com/holidays/chinese-new-year/chinese-zodiac.html
- More information on Chinese New Year
- Brainstorm some ideas for how you might link Chinese culture to a science topic in your area of certification
- February is Black History Month. This is an opportunity to discuss contributions of African Americans and Africa to science. For next week, post an idea for a science activity related to African culture, history or to a contribution to science and technology by African-Americans.
- Class poll on
experience with online classes
- Introduce yourself on the Discussion Board in BlackBoard
- Set up and login to all accounts,
- Visit the course web site http://tinyurl.com/qc7673 using the Firefox web browser
- Press Ctrl T to open up a new tab, visit the CUNY portal at www.cuny.edu, login, access our course in BlackBoard. If your CAMS account is not working, you may need to activate it by visiting the following site: https://cams.qc.cuny.edu/
- Complete Pre-Course Survey
- Brief overview of course, goals, assignments, tips
- Small group discussion - Post your answers on the discussion
board in BlackBoard:
- What are the differences between online, hybrid, web-enhanced
and face to face
science courses?
- Characteristics of computer-mediated communication and how it is different from face to face communication
- Discuss the advantages and disadvantages of synchronous and
asynchronous interaction
- Carefully read the course outline, goals, assignments. Pay
attention to the participation requirements. If you have
questions, ask.
Instructional objectives:
- Students will explore a variety of online science courses
- SWBAT will be able to identify the technology tools used in online science courses
- SWBAT select a topic from a Regents Science curriculum and
develop the scope and sequence for a short online course and post this
on the discussion board in BlackBoard
- SWBAT login to Moodle and create their course
- Explore examples of online science courses
- Academic Earth
- Carnegie
Mellon Open Learning
- MIT OpenCourseware
- http://www.hoagiesgifted.org/online_hs.htm#science
- FOSSWeb - (Online Middle School Science courses)
- Khan Academy
- As you explore online science courses, make a list of the different types of learning activities and technology tools used. Post this list on the discussion board in Blackboard.
- Listed below are some technology tools you might see being used to create and teach online science courses: learning management systems, blogs, vlogs, glogs, social networking tools, websites, wikis, polls, screencasting, webcasting, podcasting, live streaming video, twitter, open source software, web 2.0 apps, Google docs, and many others
- In this course, each person will develop a one week or
equivalent (five separate lessons) online science course. I
recommend that you pick a topic from a subject you teach, i.e. from the
- Regents science curriculum or the
- The Living Environment Core Curriculum
- Physical Setting/Earth Science Core Curriculum
- Physical Setting/Chemistry Core Curriculum
- Physical Setting/Physics Core Curriculum
- Scope and Sequence for High School Science
- Intermediate Science curriculum.
- You might also want to design a course on another useful
topic such as a science research course, a forensic science course, a
course on evolution, global warming, or other specialized science
course.
- Brainstorm ideas for online science courses. Open a
document in your word processor and start listing ideas. Don't
rule anything out, just list as many possible ideas for online science
courses as you can. Once you finish, you can narrow down the list
and finally pick one topic. Post this topic on the Discussion
Board in BlackBoard.
- Go through Moodle tutorials for teachers and students
- Create Moodle course shell
- Post the scope and sequence for your course on the discussion board in Blackboard
- Before putting anything on the web or in Moodle, it is a good idea to write out a lesson plan for each online lesson. You can type this in a word processor and then copy and paste text from it later to your online course. For each lesson, include the following:
- Title of lesson
- Grade level/s
- Regents topic
- Time needed
- Goals
- Materials needed
- Procedure:
- Questions with links to answers
- Important vocabulary
- Summary
- Assessment - include some way to determine whether students
have learning
- Want to learn more? Extension activities.
- Make sure to begin each lesson with something to hook the students and get them motivated and interested.
- I recommend that you use Robert Karplus' Learning Cycle to
structure your lesson. The learning cycle consists of three
phases: Phase 1 - Students explore the concept, Phase 2 -
Introduce concepts and terms, Phase 3 - Apply the concepts in a new or
different situation.
- Every time you finish working on your online course, back up
your Moodle course, and save the file to your local hard drive or USB
drive.
-
Activities:
Week 3–
2/17/2011
– FACE TO FACE IN KIELY 115 - Explore Science Learning activities
and set up class website
Instructional objectives:
- SWBAT list different types of online science learning activities
- SWBAT locate sources of exemplary interactive, online science learning activities
- SWBAt to create a simple website using Google sites
- Students will become familiar with basic principles of web design
and usability
Activities:
- Sign up for a merlot.org account
- Explore examples online
science learning activities related to your online science course, add
to your personal Merlot collection. Post the url to your merlot
personal collection on the discussion board in BlackBoard
- You may also want to explore
the NSDL resources in your area of science.
- Ben (Biology)
- ChemEd DL (Chemistry)
- DLESE (Earth Science)
- comPADRE (Astronomy and Physics)
- All NSDL Collection K-12 Short Cuts
- Can students learn science as well online as FTF? Here are
a few interesting online, interactive science learning activities:
- Biology
- http://bodybrowser.googlelabs.
com/ - Virtual Frog Dissection
- http://mariemarie0000.free.fr/
fichiers/images/frog.swf - Earth Science - Determine the epicenter of an earthquake
- Chemistry - interactive periodic table
- Physics simulations
- Discuss types of online learning activities: hands-on,
inquiry activities, exploration of authentic science data, simulations,
virtual labs, group projects, cooperative learning, webquests, small
group discussion,
problem solving, creation of images, drawings, songs, poems, stories,
video, interactive multimedia such as scratch, Flash animations,
goanimate, geocaching, keypals
- Introduction to Google sites
- Introduction to web design
- Begin to design the website for your online science class.
- Post the url of your google sites website on the discussion board
in Blackboard
Instructional objectives:
- SWBAT assess whether students are ready for online science learning
- SWBAT use Bloom's Digital Taxonomy and resources from P21.org to
list goals and objectives for an online science learning activity
- SWBAT obtain, modify or create an interactive, online, science
inquiry activity
- SWBAT include a link to an interactive online science learning activity in a Moodle course and on their Google Site
- SWBAT make a backup of a Moodle course and save the file to a
local drive.
- DESIGN AND IMPLEMENTATION OF AN
ONLINE SCIENCE ACTIVITY
- Your task today is to include an online, interactive science learning activity in your Moodle online science course. You can use an existing activity or create your own. If you use someone else's activity, please make sure to cite the source.
- 20 Google Doc
Templates for use in Science and Math Classrooms
- Place a link to your online, interactive science learning
activity on your Google website and within Moodle. You should
also post the link to the activity on the Discussion Board in
BlackBoard.
- Back up your Moodle course and then save the file to your own hard drive or USB drive.
- STUDENT READINESS
- Post your answers on the discussion board in BlackBoard.
- How would you determine whether your students are ready for online science learning? What characteristics will the students need to succeed?
- What are the goals of your online course? What 21st century skills do you want your student to acquire? Take a look at the materials on the p21.org website.
- Skim through Bloom's digital taxonomy and write a short page with tips and advice for the students in your online science course.
- Read The Rise of K-12 Blended Learning
- Post your comments and responses on the discussion board in
Blackboard.
Instructional objectives:
- SWBAT incorporate interactive assignments,
learning tasks and assessments in an online science course.
- SWBAT include a module or block in a Moodle course
- SWBAt to modify the module or block to include science content or
skills
Activities:
- Read and skim the following documents "Moodle for teachers"
- Include and customize a module or block for your course
- Explore examples of online science alternative assessments
SWBAT list different types of alternative assessment
Students will include both formative and summative alternative assessments in their course.
Activities:
- Locate and modify an existing alternative assessment or design your own and then include it in your online science course
- Here is a list of some useful Web 2.0 sites for
education. You might be able to use or modify some of these
to create an alternative assessment.
- Be creative.
Week 7 – 3/17/2011 - CLASS IS CANCELED THIS WEEK - NO CLASS FACE TO FACE IN KIELY 115 - Traditional assessment in an online science course - Boring but Necessary
Please note: I will be in my office today from 2 to 5pm. If you would like ot chat you can use Meebo at the bottom of this page, or you can go into Science Moodle and chat.
Instructional objectives:
- SWBAT to design both online formative and summative assessment
- SWBAT to create a variety of types of objective and structured response questions using Moodle modules and blocks
- SWBAT to use the data analysis tools associated with Moodle quizzes to carry out an item analysis of quiz data.
- SWBAT define validity, reliability, difficulty index and
discrimination index
Useful Links:
- New York Office of State Assessment -http://www.emsc.nysed.gov/osa/
- Intermediate Level Science Test - http://www.emsc.nysed.gov/osa/science/home.html
- Regents Examinations - General Information - http://www.emsc.nysed.gov/osa/hsgen/home.html
- Science Reference Tables - http://www.emsc.nysed.gov/osa/reftable/home.html
- Test Samplers - Intermediate Level Science - http://www.emsc.nysed.gov/osa/science/samplers/
- Test Samplers - High School Science - http://www.emsc.nysed.gov/osa/science/samplers/hs/
Instructional objectives:
- SWBAT post a detailed progress report on the discussion board in BlackBoard.
- SWBAT to create a spreadsheet using Google docs
- SWBAT to create a form linked to a spreadsheet.
- SWBAT design a short online course evaluation for students who
take their online course
- Post a detailed progress report on the discussion board on
BlackBoard.
- Include the certificate module in the last session of your Moodle course
- Create a Google spreadsheet and form with a short course evaluation for students who take your online science course.,
- Google Spreadsheets - Form tutorial
- http://sites.google.com/site/sciencequestpd/google-tools/google-form-tutorial
- Work in teams on your online science courses
- SWBAT idenfify the strengths and weaknesses in a research article related to online teaching and learning
- SWBAT use library databases to locate a journal article
- SWBAT write a coherent review of a research article
- SWBAT provide constructive comments and questions related to
peer's paper reviews
Activity:
- You should have posted the review of your journal article on the Discussion Board in BlackBoard
- Post comments and questions on at least three reviews
Week 10 – 4/7/2011 – ONLINE - Help! Where do I get all the stuff that makes my course interesting, eye-catching and engaging for my students?
Instructional objectives:
- SWBAT explain the rules for fair use and intellectural property
- SWBAT locate free clipart for educational use
- SWBAT locate free sounds and musics for educational use
- SWBAT locate free video for educational use.
- Read the following and then take the Educators
Media
quiz:
- "Should
I
post
this
image"
- The Educator's Guide to Copyright and Fair Use (PLEASE READ)
- Fair use and intellectural property on the web
- Noted with interest: a few links about intellectual property
- http://www.frolic-blog.com/.a/6a00d83451c0f869e2014e5fef751e970c-pi
- Locate and save free clipart, sound, music, video for educational use that you can use in your online science course
- OpenClipArt Library
- Sign up for a Flickr account
- Read the following articles:
- Where All the Purty Pictures Come From: Flickr + Creative Commons
- Using Creative Commons Licensed Material in Your Classroom
- How
to
find
free,
online
content
that
you’re
allowed
to
re-use
- Search for some science images for your web site using the Creative Commons
- Royalty free music - http://incompetech.com/m/c/royalty-free/
- More free music - http://www.danosongs.com/
Instructional objectives:
- SWBAT use open source software to edit images
- SWBAT to use digital cameras, scanners, smart phones to capture images
- SWBAT record digital sound using a USB microphone and computer, a smartphone
- SWBAT edit digital sound using open source software
- SWBAT to capture video with a webcam, digital video camera or a smart phone
- SWBAT to edit video with free software applications.
- Introduce students to software tools available to create and edit media:
- images - digital cameras, smart phone, scanner, the GIMP, SumoPaint, FlockDraw
- drawings - Dia, Inkscape, Google Sketchup, FlockDraw
- sounds - Audacity
- animations - Scratch, Squeak, Goanimate
- video - Flip digital camera, smart phones, there are many video
editors available
- Windows Movie Maker (This is on the computers in the QC computer labs)
- iMovie
- Xtranormal
- Animoto
- Youtube and Google
Picasa
- http://eyespot.com/
- http://www.jumpcut.com/
- http://www.motionbox.com/
- http://photobucket.com/
- http://www.cuts.com/
- http://jahshaka.org/
Open source tools to author e-learning activities
Week
13 – 4/28/2011
– FACE TO FACE IN KIELY 115 - Watch out Spielberg!
Science Educators on the Loose with Open Source Software!
- SWBAT list free software to create and edit images, diagrams,
sounds and video.
- SWBAT create an image, diagram, sound and video.
- Please take the following
survey for teachers.
- Synchronous Tools for Online Learning
- login to Science Chat using Meebo at the bottom of our course
outline. Edit your nickname and change it to your real name.
- enter a question about open source software
- Demonstration of BigBlueButton, a tool for conducting webinars
- Visit http://tinyurl.com/qcbbb
-
username: studentpword: student123
- ScienceMOO - text-based virtual reality
- http://sciencemoo.org:7001/
- Use guest with no password to enter
- ScienceSim
- open source, 3D virtual worlds
- Create images, diagrams for your online course
- Create sounds for your course
- Create video for your course
- Introduction to webcasting and screencasting
Instructional objectives:
- SWBAT to make a simple screencast.
- SWBAT to list free software applications to create a screencast.
- SWBAT to make a simple science webcast.
- SWBAT to list free software applications to create a science
screencast.
- Make screencast using Cam Studio or Jing and link to it on your Google site
- Screencasting info
- Carry out a webcast using justin.tv or ustream, save and link to it from your Google site.
Week 15 – 5/12/2011 – FACE TO FACE IN KIELY 115 - Continue working on your masterpieces! Peers provide feedback.
Activities:
Work on projects and presentations
PLEASE NOTE TIME CHANGE: WE WILL MEET FROM 4PM TO 6PM
Presentations of group projects
- Presentations of online science courses
- Provide feedback using Google form course evaluations for at least three online science courses
Assignment
5
Due
Please complete the course
evaluation before
the last week
Assignment 6 Due
Week
18 –
6/2/2011 – NO CLASS - COMMENCEMENT
E. ASSIGNMENTS, DUE DATES, AND GRADING PLAN
Procedure for submitting assignments:
1) All assignments that include text:
- Post a copy on the Discussion Board in BlackBoard
- Submit an electronic version (a Word document) using the Assignments link in BlackBoard
- Upload your document to docs.google.com and share with qcscied@gmail.com
2) If your assignment is on the web, post the url on the Discussion Board in BlackBoard. iIf your assignment is in the form of an audio, video or image, attach the file to a posting on the discussion board in BlackBoard.
Assignment Description |
Due Date |
Possible Points |
Assignment 1 – Review of
a journal article on a topic related to online education |
3/24/2011 |
10 |
Assignment 2 – Online science
learning activity |
3/3/2011 |
10 |
Assignment 3 – Online
alternative assessment |
3/17/2011 |
10 |
Assignment 4 – Online quiz or
test |
3/31/2011 |
10 |
Assignment 5 – Online science
course including course evaluation |
5/19/2011 |
100 |
Assignment 6
– Presentation of online science course |
5/26/2011 |
|
Participation – Active participation in all class activities. |
|
100 |
F.
FIELDWORK REQUIREMENTS -
None
G.
CUNY POLICY ON ACADEMIC INTEGRITY
Academic
Dishonesty is prohibited in The City University of New York and is
punishable
by penalties, including failing grades,
suspension, and expulsion as provided at:
http://qcpages.qc.cuny.edu/provost/policies/index.html
H. ADA
Statement
Students with
disabilities needing academic accommodation should: (1)
register with and provide documentation to the Special
Services Office, Kiely 171; (2) bring a letter to the
instructor indicating the need for
accommodation and what type. This should
be done
during the first week of class. For more information about
services available
to Queens students
contact: Dr. Mirian Detres-Hickey, Special Services Office;
171 Kiely
Hall; 718 997-5870 (8:00 a.m. to 5:00 p.m.). E-mail
address: mdetres@yahoo.com
or to mirian.detreshicky@qc.cuny.edu
I.
USE OF
STUDENT WORK
All teacher education programs in New York State undergo periodic
reviews by
accreditation agencies and the state education
department. For these purposes, samples
of students’ work are made available to those professionals
conducting the review. Student anonymity
is
assured under these circumstances. If you do not wish to have
your work made
available for these purposes, please let the professor
know before the start of the second class.
Your cooperation is greatly appreciated.
J.
ADDITIONAL INFORMATION
K. RECENT BIBLIOGRAPHY
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Angeli, C., Valanides, N., & Bonk,
C. J. (2003). Communication in a web-based conferencing system: the
quality of computer-mediated interactions.British Journal of
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Atkin, J., & National Research Council (U.S.). (2001). Classroom assessment and the National Science Education Standards. Washington DC: National Academy Press.
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Benetazzo, L., Bertocco, M., Ferraris,
F., Ferrero, A., Offelli, C., Parvis, M., & Piuri, V. (2002). A
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Bernard, R. M., Abrami, P. C., Lou, Y.,
Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., et al. (2004).
How does distance education compare with classroom instruction? A
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Research, 74(3), 379.
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Bransford, J. (2000). How people learn brain, mind, experience, and school. Washington, D.C. :: National Academy Press,
Bybee, R. W., Ed. 2002. Learning Science and the Science of Learning: Science Educators' Essay Collection. Arlington, VA: NSTA Press.
Center for Science, Mathematics, and Engineering Education. Committee on Development of an Adddendum to the National Science Education Standards on Scientific Inquiry. (2000). Inquiry and the national science education standards : a guide for teaching and learning. Washington D.C.: National Academy Press.
Cloutis, E. (2010). Laboratories in the
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